ASSESSING THE INFLUENCE OF CLIMATE CHANGE MITIGATION STRATEGIES ON PERSONAL RESPONSIBILITY AMONG GENERATION ALPHA AND GENERATION Z

Aims: This study aimed to assess the influence of climate change mitigation strategies on the personal responsibility of Generation Alpha and Generation Z students in Schools A and B in Cagayan de Oro City. Specifically, it sought to evaluate the implementation of key climate mitigation strategies—renewable energy adoption, carbon emissions reduction, reforestation and afforestation, and waste reduction and recycling—and their effect on students' sense of responsibility toward climate change. Study design: A quantitative descriptive-correlational research design was employed to explore the relationship between climate mitigation strategies and personal responsibility. The study targeted 100 student respondents from Schools A and B, with participants drawn from two generational cohorts: Generation Alpha (ages 10–14) and Generation Z (ages 15–25). Methodology: Data were collected using a modified questionnaire, with two sections: one assessing the implementation of climate change mitigation strategies and the other measuring personal responsibility across dimensions such as willingness to take action, perceived role in climate solutions, sense of duty to future generations, and commitment to environmental education. Descriptive statistics and regression analysis were used to analyze the data. Results: The results indicated that the climate change mitigation strategies were generally recognized and implemented in Schools A and B, with waste reduction and recycling being the most actively supported. Generation Z and Generation Alpha students both displayed a high level of personal responsibility toward climate change, particularly in their sense of duty toward future generations and their willingness to take action. Regression analysis revealed that carbon emissions reduction and waste reduction and recycling had a significant positive impact on personal responsibility. However, renewable energy adoption and reforestation efforts showed no significant influence. Conclusion: The study concluded that school-based climate change mitigation strategies, particularly waste reduction and carbon emissions reduction, significantly influenced students’ personal responsibility toward climate action. The findings suggest that while climate programs are generally successful, further integration of renewable energy and reforestation efforts is needed to enhance student engagement. The results highlight the importance of participatory and visible climate programs in fostering long-term environmental stewardship among youth. Schools and policymakers are encouraged to strengthen student involvement in practical environmental initiatives to deepen the impact of these strategies.